A r c h i v e d  I n f o r m a t i o n

Hawaii

Team Report

The state direction has always supported the idea of the learner as the key in the process of constructing meaning. The emphasis in reading has been to focus on the reader constructing meaning from text utilizing effective strategies of thinking, use of knowledge, and language understandings.

State documents such as Language Arts Program Guide and the Hawaii Content and Performance Standards support teachers in making decisions rather than prescribing programs and strategies. Professional development opportunities recognize the teacher as a researcher and decision maker. The emphasis has been to help teachers look fully at teaching and learning in classroom contexts and to encourage critical professional inquiry and reflection in order to improve teaching. Coupling the classroom context with research-based readings has developed understanding of the reading process for teachers.

A Hawaii Success Story

Many elementary schools participated in the state initiative Success Compact for the past four years. Kapalama Elementary School was one of the initial sites that implemented the Relationship, Instructional Models, and Staff Development components of the system. The Instructional Models focused on the reading process. Instruction in the early grades provided for the understanding of the purpose of and the mechanics related to reading and writing with refining of both word recognition and thinking skills through the grades.

Teachers and parents saw how the strategies helped their children. As teachers shared what worked for them, there developed understanding of learning and reading among the staff and consistency between teachers and grade levels.

For further information, contact:

Sandra Konishi
Office of Accountability and School Instructional Support -- School Renewal Group
189 Lunalilo Home Road, 2^nd Floor
Honolulu, HI 96825
(808) 394-1322
(808) 394-1304 Fax
E-mail: sandra_konishi@notes.k12.hi.us

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